000			02841nam a2200241 a 4500
020			_a0194370003
020			_a9780194370004
020			_a3464107361
020			_a9783464107362
082			_a401.93 _bLIG
100			_aLightbown, Patsy M. ;
245			_aHow languages are learned
250			_a2nd Edition.
260			_aOxford ; _aNew York : _bOxford University Press, _c1999.
300			_axvi, 192 p. : _billustrations ;
500			_aIncluded Bibliography, Index.
505			_a1. Learning a first language -- Milestones and patterns in development -- Theoretical approaches to explaining first language learning -- Summary -- 2. Theoretical approaches to explaining second language learning -- Behaviourism -- Innatism -- Recent psychological theories -- The interactionist position -- Summary. -- 3. Factors affecting second language learning -- Research on learner characteristics -- Summary -- 4. Learner language -- The concept of learner language -- Developmental sequences -- Movement through developmental sequences -- New ways of looking at first language influence -- Summary. -- 5. Observing second language teaching -- Comparing instructional and natural settings for language learning -- Classroom observation schemes -- Feedback in the classroom -- Summary -- 6. Second language learning in the classroom -- Five proposals for classroom teaching -- The implications of classroom research for teaching -- Summary. -- 7. Popular ideas about language learning: facts and opinions -- Languages are learned mainly through imitation -- Parents usually correct young children when they make grammatical errors -- People with high IQs are good language learners -- The most important factor in second language acquisition success is motivation -- The earlier a second language is introduced in school programs, the greater the likelihood of success -- Most of the mistakes which second language learners make are due to interference from their first language -- Teachers should present grammatical rules one at a time -- Teachers should teach simple structures before complex ones -- Learners' errors should be corrected as soon as they are made in order to prevent bad habits -- Teachers should use materials that expose students only to language structures they have already ben taught -- When learners are allowed to interact freely they learn each others' mistakes -- students learn what they are taught -- Conclusion.
520			_aExplains theories of language acquisition for classroom teaching of first or second languages. Examines factors such as intelligence, personality and age on language learning, as well as new research ideas.
650			_aLanguage acquisition.
650			_aSecond language acquisition.
700			_aSpada, Nina ;
942			_cREF
999			_c13054 _d13054